The cognitive and social influences of computer technology on profoundly deaf young children

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Abstract

This dissertation is located in the field of early childhood
development. It is situated in the context of education for learners
with special educational needs (ELSEN). The specific context was
Deaf children who learn through the medium of South African Sign
Language . The study is an investigation into the cognitive and
social "value-addedness" of computer technology on profoundly
deaf young learners.
A Vygotskian theoretical framework was used to explore the
efficacy of the computer as a tool for learning in the profoundly
Deaf. Social and collaborative learning with peers was
investigated.
A case study was conducted with a cohort of seven profoundly Deaf
Grade R learners (aged 516 years) at a special needs school in the
Western Cape. The research methodology was an empirical
investigation within a qualitative research paradigm, using
observation and interviews. The report provides a descriptive
account that makes use of illustrative vignettes.
The study concludes that the computer influences social
development within the cohort. The computer was also able to
scaffold children's understanding of mathematical tasks and thereby
provide a cognitive influence on learning.